ABSTRACT
This chapter illustrates different levels at which learner autonomy can be worked towards, from relatively superficial awareness raising through to complete autonomy where learners transcend the classroom and take complete charge of their own learning. It explains the importance of the teacher in fostering self-direction and autonomy because of the claim which is often made that proponents of learner-centredness, self-direction and autonomy hold naive views about skills which learners bring to the learning situation. The chapter argues that most learners, at the beginning of the learning process, do not know what is best. It also explains the ways in which learning process skills for enhancing self-directed learning can be incorporated into pedagogical materials. The body of the chapter is devoted to describing and illustrating ways in which materials can be modified in terms of their experiential content and learning procedures so that they might foster the development of autonomy.
